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Books are often the targets of anti-intellectual censorship efforts in schools for two reasons. First, they are integral to the process and practice of reading, which is how people encounter new ideas. Second, the coercive nature of curriculum means that students must read books with controversial ideas. Emily Knox argues that the people who challenge books believe strongly in the power of books, and it is this belief that motivates their actions. To combat these efforts, educators must have in place robust policies and procedures for choosing and defending curriculum materials, directly name anti-intellectualism as a threat to education, and avoid treating any single book as presenting a complete and absolute version of the truth.

The forces of anti-intellectualism in American life, as described by Richard Hofstadter, have been especially prominent in the battle against the teaching of evolution. Glenn Branch discusses the different aspects of anti-intellectualism that are at the root of objections to evolution and explains how creation science, which had a transparently religious motivation, eventually gave way to intelligent design, which was less explicit in its religious aims. In the face of constitutional challenges, these modes of anti-evolutionism have been largely replaced by discourse that misrepresents evolution as “just a theory” and that misleadingly portrays miseducation about evolution as a matter of intellectual freedom. Branch then suggests how, by understanding the anti-intellectual roots of objections to evolution, science educators might teach evolution more effectively.

Previous research has indicated that academic entitlement can serve as a barrier between students and the benefits of a university education. As entitled students function as consumers and externalize responsibility for their learning outcomes, they risk lower grades and anti-intellectualism attitudes. This study explored how academic entitlement can be damaging to the student via engagement and social interaction deficits, as well as to faculty and the university at large through a lack of civility and appropriate classroom behaviors. One hundred ninety-seven undergraduate students completed scales on academic entitlement, student and schoolwork engagement, social adjustment to college, emotion regulation, plagiarism attitudes, classroom citizenship, and classroom incivility behaviors. Increased academic entitlement was associated with decreased engagement in and out of the classroom; poor social adjustment to university; poor academic emotion regulation strategies; a lack of appropriate classroom behaviors; and a greater acceptance of plagiarism, academic dishonesty, and incivility. Future research exploring how academic entitlement decreases university affiliation, commitment, and retention is recommended.

It is a strange and sobering experience to read Hofstadter in our own anti-intellectual era. If anything, left-leaning intellectuals’ sense of alienation has increased since the 1990s. To challenge anti-intellectualism in American education, the liberal arts and sciences will need to be restored to their central place in the curriculum.

I offer an American perspective on the poor quality of US Human Geography textbooks. I give several examples and link bad textbooks to geographic ignorance and anti‐intellectualism in the USA. I note differences between textbook and academic writing, and between British and American textbooks. I conclude with my own modest attempts to address this issue.

This article examines hate speech directed at AEMET, the Spanish meteorological state agency, on the social media platform X. We analysed nearly half a million messages posted between 31 December 2021 and 19 April 2023, using hate speech detection algorithms, text mining techniques, and qualitative analysis to identify patterns and themes in the discourse. Our research reveals a troubling reality, with around 25% of the messages collected displaying some degree of hostility towards AEMET, its staff, and its scientific work. A considerable amount of hate speech was expressed through derogatory comments and insults aimed at meteorologists, which is indicative of a wider trend of anti‐intellectualism and scepticism of scientific expertise. Furthermore, the spread of conspiracy theories, particularly those related to geoengineering and chemtrails, highlights the spread of misinformation within online communities. This study emphasises the importance of acknowledging and addressing the spread of hate speech in meteorology and scientific communication. By emphasising the negative effects of such language on public perception and trust in scientific institutions, this article advocates for collaborative efforts to promote a culture of informed dialogue and evidence‐based discourse. The results highlight the importance of combating hate speech and misinformation to protect the integrity and credibility of scientific institutions such as AEMET.

Some Americans have always wanted their schools to provide a liberal education, giving students opportunities to read great books, study the academic disciplines, and expand their minds. But many others, perhaps most of us, have looked for ways to avoid the slow, hard work of academic learning. As the historian Robert Hampel explains, we tend to prefer educational shortcuts, from taking correspondence courses, to buying CliffsNotes, to trying to become well-read in just 15 minutes a day.

College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student's negative view of the value and importance of intellectual pursuits and critical thinking. Academic selfefficacy refers to a student's belief in one's ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy were least likely to perceive college cheating as unethical. Considering that college cheating has been found as a predictor of workplace cheating, the results urge business instructors to reduce anti-intellectualism among students and to encourage them to put forth their best efforts. The results also serve employers by focusing attention on these two psychological variables during the hiring and promotion processes.

The two most notorious demagogues in recent American political history (1945–2019) are linked through the unscrupulous lawyer and fixer Roy Cohn, who worked for them both. His career suggests an entree into a biographical effort to compare Senator Joseph R. McCarthy and President Donald J. Trump, both of whom demonstrated an aptitude for arousing popular fears and animosities and for sowing discord and divisiveness. Both were mendacious. Yet McCarthy did not directly and explicitly activate bigotry or nativism, in contrast to Trump, and did not rise above service as junior Senator from Wisconsin, posing less of a threat to democratic institutions and the rule of law.

Anti-intellectualism—a distrust of intellectuals and experts—has had a significant political presence in the U.S. and globally, especially in recent years. Anti-intellectualism drives support for phenomena such as populism, a rejection of scientific consensus, and health and science misinformation endorsement. Therefore, discovering what drives someone to be more anti-intellectual is highly important in understanding contemporary public opinion and political behavior. Here, I argue that a significant and overlooked factor contributing to anti-intellectualism is rural social identification—a psychological attachment to being from a rural area or small town—because rural identity in particular views experts and intellectuals as an out-group. Using 2019 ANES pilot data (N = 3000), original survey data (N = 811) and a separate original survey experiment, I find that rural social identification significantly predicts greater anti-intellectualism. Conversely, anti-intellectualism is not significantly associated with rural residency alone, as theoretically speaking, simply living in a rural area does not capture the affective dimension of rural psychological attachment. These findings have implications for health and science attitudes, populist support, and other relevant political matters. They also have implications for what it means to hold a rural identity beyond anti-urban sentiment, and for understanding the urban–rural divide.